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NCETM Year 4 ExemplificationExamples of what children should be able to do in relation to each (boxed) Programme of Study statement

Year 4 Number and Place Value

Count in multiples of 6 7 9 25 and 1000

Children should be able to

Explain how to work out the 6 times-table from the 3 times-table or the 9 times-table from the 3 times-table

Know that 9 times 8 = 72 so that 72 divide 9 = 8 and deduce 720 divide 9 Explain the relationship between 8 times 7 = 56 6 times 7 = 42 and 14 times 7 = 98

Find 1000 more or less than a given number


Answer questions such as what is the missing number in the number sentence and how do you know 5742 + = 9742

Count backwards through zero to include negative numbers


Create a sequence that includes the number ndash5 and then describe the sequence to the class

Explain how to find the missing numbers in a sequence eg _ ndash9 ndash5 ndash1 _ and explain the rule

Answer questions such as What number can you put in the box to make this statement true __ lt ndash2

Recognise the place value of each digit in a four-digit number (thousands hundreds tens and ones)


Give the value of a digit in a given number eg the 7 in 3 274 Write in figures a given number eg four thousand and twenty Recognise a number partitioned like this 4 000 + 200 + 60 + 3 and be able to

read and write the number Create the biggest and smallest whole number with four digits eg 3 0 6 5 Find missing numbers in a number sentence eg _ +_ = 1249

Order and compare numbers beyond 1000


1


Find numbers that could go in the boxes to make these correct 1048699 + 1048699 lt 2000 3000 gt 1048699 ndash 1048699

Identify represent and estimate numbers using different representations


Answer questions such as which of these numbers is closest to the answer of 342 ndash 119 200 220 230 250 300

Identify what the digit 7 represents in each of these amounts pound270 735m pound037 707m

Round any number to the nearest 10 100 or 1000


Explain tips to give someone who is learning how to round numbers to the nearest 10 or 1000

Answer questions such as I rounded a number to the nearest 10 The answer is 340 What number could I have started with Know what to look for first when you order a set of numbers and know which part of each number to look at to help you

Solve number and practical problems that involve all of the above and with increasingly large positive numbers


Sort problems into those they would do mentally and those they would do with pencil and paper and explain their decisions Answer questions such as There are 70 children Each tent can accommodate up to 6 children What is the smallest number of tents they will need The distance to the park is 5 km when rounded to the nearest kilometre What is the longestshortest distance it could be How would you give somebody instructions to round distances to the nearest kilometre

Read Roman numerals to 100 (I to C) and know that over time the numeral system changed to include the concept of zero and place value

This is new content for the primary national curriculum in England Suggestions for what children should be able to do include

2


Know what each letter represents in Roman numerals and be able to convert from Roman numeral to our current system (Arabic) and from Arabic to Roman eg 76 = _ in Roman numerals CLXIX = _ Arabic numerals

Know that the current western numeral system is the modified version of the Hindu numeral system developed in India to include the concept of zero and place value

3


Year 4 Addition and Subtraction Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate

Estimate and use inverse operations to check answers to a calculation

Solve addition and subtraction two-step problems in contexts deciding which operations and methods to use and why

Children should be able to carry out practical tasks such as that represented here in an Australian classroom

Children were asked to individually run the class market stall They were told they could use mental strategies or the whiteboard provided to assist them in their calculations The customer (their teacher) would come to purchase some items Each child was asked to solve a transaction problem involving a single item (calculating change ndash subtraction) and then a transaction involving two items (adding together values and then calculating change or two subsequent subtractions) They were also asked to explain their thinking and asked how to give the change in a different way (representing money values in various ways)

4


Children should be able to solve problems such as

I have read 134 of the 512 pages of my book How many more pages must I read to reach the middle

There are 8 shelves of books 6 of the shelves hold 25 books each 2 of the shelves have 35 books each How many books altogether are on the shelves

I think of a number subtract 17 and divide by 6 The answer is 20 What was my number

You start to read a book on Thursday On Friday you read 10 more pages than on Thursday You reach page 60 How many pages did you read on Thursday

5


Year 4 Multiplication and Division

Recall multiplication and division facts for multiplication tables up to 12 times 12


Pupils continue to practise recalling and using multiplication tables and related division facts to aid fluencyeg One orange costs nineteen pence How much will three oranges cost

What is twenty-one multiplied by nine

How many twos are there in four hundred and forty

Use place value known and derived facts to multiply and divide mentally including multiplying by 0 and 1 dividing by 1 multiplying together three numbers


Pupils practise mental methods and extend this to three-digit numbers to derive facts for example 200 times 3 = 600 into 600 divide 3 = 200

eg Divide thirty-one point five by ten

Ten times a number is eighty-six What is the number

Recognise and use factor pairs and commutativity in mental calculations


Pupils write statements about the equality of expressions (eg use the distributive law 39 times 7 = 30 times 7 + 9 times 7 and associative law (2 times 3) times 4 = 2 times (3 times 4)) They combine their knowledge of number facts and rules of arithmetic to solve mental and written calculations eg 2 x 6 x 5 = 10 x 6

eg Understand and use when appropriate the principles (but not the names) of the commutative associative and distributive laws as they apply to multiplication

Example of commutative law 8 times 15 = 15 times 8

Example of associative law 6 times 15 = 6 times (5 times 3) = (6 times 5) times 3 = 30 times 3 = 90

Example of distributive law 18 times 5 = (10 + 8) times 5 = (10 times 5) + (8 times 5) = 50 + 40 = 90

6


Solve problems involving multiplying and adding including using the distributive law to multiply two digit numbers by one digit integer scaling problems and harder correspondence problems such as n objects are connected to m objects


Pupils solve two-step problems in contexts choosing the appropriate operation working with increasingly harder numbers This should include correspondence questions such as the numbers of choices of a meal on a menu or three cakes shared equally between 10 children

eg 185 people go to the school concert They pay poundl35 eachHow much ticket money is collected

Programmes cost 15p each Selling programmes raises pound1230 How many programmes are sold

7


Year 4 Fractions

Recognise and show using diagrams families of common equivalent fractions

Recognise that five tenths (5frasl10) or one half is shaded

Recognise that two eighths (2frasl8) or one quarter (frac14) of the set of buttons is ringed

Recognise that one whole is equivalent to two halves three thirds four quartershellip For example build a fraction lsquowallrsquo using a computer program and then estimate parts

Recognise patterns in equivalent patterns such as

frac12 = 2frasl4 = 3frasl6 = 4frasl8 = 5frasl10 = 6frasl12 = 7frasl14 And similar patterns for ⅓ frac14 ⅕ ⅙ 1frasl10

Here is a square

What fraction of the square is shaded

8


Here are five diagrams Look at each onePut a tick ( ) on the diagram is exactly frac12 of it is shaded Put a cross () if it us not

Count up and down in hundredths recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten

Respond to questions such as

What does the digit 6 in 364 represent The 4 What is the 4 worth in the number 745 The 5

Write the decimal fraction equivalent to

two tenths and five hundredths twenty-nine hundredths fifteen and nine hundredths

Continue the count 191 192 193 194

Suggest a decimal fraction between 41 and 42

Know how many 10 pence pieces equal a pound how many 1 pence pieces equal a pound how many centimetres make a metre

Solve problems involving increasingly harder fractions to calculate quantities and fractions to divide quantities including non-unit fractions where the answer is a whole number

What is one-fifth of twenty-five

Write the missing number to make this correct

9


Mary has 20 pet stickers to go on this page

frac14 of them are dog stickers frac12 of them are cat stickers The rest are rabbit stickers How many rabbit stickers does she have

Match each box to the correct number One has been done for you

10


Add and subtract fractions with the same denominator

For example

frac12 + frac12 frac14 + frac34 ⅜ + ⅝ ⅗ + ⅘ + ⅕ 7frasl10 + 3frasl10 + 5frasl10 + 8frasl10 frac34 - ⅓ 6frasl7- 4frasl7 9frasl10 + 4frasl10 ndash 3frasl10

Recognise and write decimal equivalents of any number of tenths or hundredths

Recognise that for example

007 is equivalent to 7frasl100 635 is equivalent to 6 35frasl100

Particularly in the contexts of money and measurement


Which of these decimals is equal to 19frasl100 19 1019 019 191 Write each of these as a decimal fraction 27frasl100 3frasl100 2 33frasl100

Recognise and write decimal equivalents to frac14 frac12 frac34

Know that for example

05 is equivalent to frac12 025 is equivalent to frac14 075 is equivalent to frac34 01 is equivalent to 1frasl10

Particularly in the context of money and measurement

Find the effect of dividing a one- or two-digit number by 10 and 100 identifying the value of the digits in the answer as units tenths and hundredths

Understand that

When you divide a number by 1frasl100 the digits move onetwo places to the right

Write a two-digit number on the board Keep dividing by 10 and record the answer Describe the pattern

26260260026

Respond to oral or written questions such as

How many times larger is 2600 than 26

11


How many pound1 notes are in pound120 pound1200

Divide three hundred and ninety by ten

Write in the missing number

Round decimals with one decimal place to the nearest whole number

Round these to the nearest whole number For example

97 256 1483

Round these lengths to the nearest metre

15m 67m 41m 89m

Round these costs to the nearest pound

pound327 pound1260 pound1405 pound650

Compare numbers with the same number of decimal places up to two decimal places

Place these decimals on a line from 0 to 2

03 01 09 05 12 19

Which is lighter 35kg or 55kg 372kg or 327kg Which is less pound450 or pound405

Put in order largestsmallest first

62 57 45 76 52 99 199 12 21

Convert pounds to pence and vice versa For example Write 578p in pound

How many pence is pound598 pound560 pound706 pound400 Write the total of ten pound1 coins and seven 1p coins (pound1007)

Write centimetres in metres For example write 125 cm in metres (125 metres)

12


solve simple measure and money problems involving fractions and decimals to two decimal places These are the prices in a shoe shop

How much more do the boots cost than the trainers Rosie buys a pair of trainers and a pair of sandals How much change does she get from pound50

A box of four balls costs pound296 How much does each ball cost Dean and Alex buy 3 boxes of balls between them Dean pays pound450 How much must Alex pay KS2 Paper B level 3

A full bucket holds 5frac12 litres A full jug holds frac12 a litre How many jugs full of water will fill the bucket

Harry spent one quarter of his savings on a book What did the book cost if he saved pound8hellippound10hellippound240hellip

Gran gave me pound8 of my pound10 birthday money What fraction of my birthday money did Gran give me

Max jumped 225 metres on his second try at the long jump

This was 75 centimetres longer than on his first try

13


How far in metres did he jump on his first try

14


Year 4 Properties of Shape

Compare and classify geometric shapes including quadrilaterals and triangles based on their properties and sizes

Pupils should be able to complete this sentence

All equilateral triangles have hellip

Identify acute and obtuse angles and compare and order angles up to two right angles by size

Identify lines of symmetry in 2-D shapes presented in different orientations

Complete a simple symmetric figure with respect to a specific line of symmetry

15


Year 4 Position and Direction

Describe positions on a 2-D grid as coordinates in the first quadrant

Describe movements between positions as translations of a given unit to the leftright and updown

I can describe where a shape will be after translation

This triangle is translated two squares to the left and one square down

Give the coordinates of its vertices in the new position

Plot specified points and draw sides to complete a given polygon

16


Year 4 Measures

Convert between different units of measure [for example kilometre to metre hour to minute]

Learn the relationships between familiar units of measurement They learn that kilo means one thousand to help them remember that there are 1000 grams in 1 kilogram and 1000 metres in 1 kilometre They respond to questions such as A bag of flour weighs 2 kg How many grams is this They suggest suitable units to measure length weight and capacity for example they suggest a metric unit to measure the length of their book the weight of a baby the capacity of a mug They suggest things that you would measure in kilometres metres litres kilograms etc

Record lengths using decimal notation for example recording 5 m 62 cm as 562 m or 1 m 60 cm as 16 m They identify the whole-number tenths and hundredths parts of numbers presented in decimal notation and relate the whole number tenths and hundredths parts to metres and centimetres in length

Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres

Measure the edges of a rectangle and then combine these measurements They realise that by doing this they are calculating its perimeter Given the perimeter of a rectangle they investigate what the lengths of its sides could be They work out the perimeter of irregular shapes drawn on a centimetre square grid eg using the ITP lsquoArearsquo

Find the area of rectilinear shapes by counting squares

For example they draw irregular shapes on centimetre square grids and compare their areas and perimeters

Estimate compare and calculate different measures including money in pounds and pence

Draw on their calculation strategies to solve one- and two-step word problems including those involving money and measures They use rounding to estimate the solution choose an appropriate method of calculation (mental mental with jottings written method) and then check to see whether their answer seems sensible They Throw a beanbag three times and find the difference between their longest and shortest throws After measuring their height they work out how much taller they

17


would have to grow to be the same height as their teacher They solve problems such as

ndash Dad bought three tins of paint at pound568 each How much change does he get from pound20

ndash A family sets off to drive 524 miles After 267 miles how much further do they still have to go

ndash Tins of dog food cost 42p They are put into packs of 10 How much does one pack of dog food cost 10 packs

ndash A can of soup holds 400 ml How much do 5 cans hold Each serving is 200 ml How many cans would I need for servings for 15 people

ndash I spent pound463 pound372 and 86p How much did I spend altogetherndash A string is 65 metres long I cut off 70 cm pieces to tie up some balloons How

many pieces can I cut from the stringndash A jug holds 2 litres A glass holds 250 ml How many glasses will the jug fillndash Dean saves the same amount of money each month He saves pound14940 in a

year How much money does he save each month

Read write and convert time between analogue and digital 12- and 24-hour clocksSolve problems involving converting from hours to minutes minutes to seconds years to months weeks to days

Solve problems involving units of time explaining and recording how the problem was solved For example

Raiza got into the pool at 226 pm She swam until 3 orsquoclock How long did she swim They count on to find the difference between two given times using a number line or time line where appropriate and use the 24-hour clock to measure time

18


Year 4 Statistics

Interpret and present discrete and continuous data using appropriate graphical methods including bar charts and time graphs

Collect data measuring where necessary They work with a range of data such as shoe size and width of shoe across the widest part of the foot the number of letters in childrenrsquos names the width of their hand spans the distance around their neck and wrist data from nutrition panels on cereal packets and so on

They decide on a suitable question or hypothesis to explore for each data set they work on For example lsquoWe think thathellipboys have larger shoes than girlsrsquo lsquohellipour neck measurements are twice as long as our wrist measurementsrsquo lsquohellipgirlsrsquo names have more letters than boysrsquo namesrsquo or lsquohellipchildren in our class would prefer to come to school by car but they usually have to walkrsquo

Children consider what data to collect and how to collect it They collect their data and organise it in a table They choose a Venn or Carroll diagram or a horizontal or vertical pictogram or bar chart to represent the data Where appropriate they use the support of an ICT package They justify their choice within the group so that they can present it

They understand that they can join the tops of the bars on the bar-line chart to create a line graph because all the points along the line have meaning

Solve comparison sum and difference problems using information presented in bar charts pictograms tables and other graphs

Undertake one or more of three enquiries

What vehicles are very likely to pass the school gate between 1000 am and 1100 am Why What vehicles would definitely not pass by Why not What vehicles would be possible but not very likely Why What if it were a different time of day What if the weather were different

ndash Does practice improve estimation skills Children estimate the lengths of five given lines and record the estimate measured length and difference They repeat the activity with five more lines to see whether their estimation skills have improved after feedback

ndash What would children in our class most like to change in the school Children carry out a survey after preliminary research to whittle down the number of options to a sensible number eg no more than five

ndash Children identify a hypothesis and decide what data to collect to investigate their hypothesis They collect the data they need and decide on a suitable representation In groups they consider different possibilities for their representation and explain why they have made their choice

ndash In the first enquiry children use tallies and bar charts In the second they use tables and bar charts to compare the two sets of measurements In the third they use a range of tables and charts to show their results including Venn and Carroll diagrams They use ICT where appropriate

19


Year 4 Fractions


Year 4 Statistics


Find numbers that could go in the boxes to make these correct 1048699 + 1048699 lt 2000 3000 gt 1048699 ndash 1048699

Identify represent and estimate numbers using different representations


Answer questions such as which of these numbers is closest to the answer of 342 ndash 119 200 220 230 250 300

Identify what the digit 7 represents in each of these amounts pound270 735m pound037 707m

Round any number to the nearest 10 100 or 1000


Explain tips to give someone who is learning how to round numbers to the nearest 10 or 1000

Answer questions such as I rounded a number to the nearest 10 The answer is 340 What number could I have started with Know what to look for first when you order a set of numbers and know which part of each number to look at to help you

Solve number and practical problems that involve all of the above and with increasingly large positive numbers


Sort problems into those they would do mentally and those they would do with pencil and paper and explain their decisions Answer questions such as There are 70 children Each tent can accommodate up to 6 children What is the smallest number of tents they will need The distance to the park is 5 km when rounded to the nearest kilometre What is the longestshortest distance it could be How would you give somebody instructions to round distances to the nearest kilometre

Read Roman numerals to 100 (I to C) and know that over time the numeral system changed to include the concept of zero and place value

This is new content for the primary national curriculum in England Suggestions for what children should be able to do include

2




3







4







5




















6







7


Year 4 Fractions







Here is a square


8














9





10



For example













Understand that



26260260026



11







97 256 1483


15m 67m 41m 89m





03 01 09 05 12 19



62 57 45 76 52 99 199 12 21




12










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics




3







4







5




















6







7


Year 4 Fractions







Here is a square


8














9





10



For example













Understand that



26260260026



11







97 256 1483


15m 67m 41m 89m





03 01 09 05 12 19



62 57 45 76 52 99 199 12 21




12










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics







4







5




















6







7


Year 4 Fractions







Here is a square


8














9





10



For example













Understand that



26260260026



11







97 256 1483


15m 67m 41m 89m





03 01 09 05 12 19



62 57 45 76 52 99 199 12 21




12










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics







5




















6







7


Year 4 Fractions







Here is a square


8














9





10



For example













Understand that



26260260026



11







97 256 1483


15m 67m 41m 89m





03 01 09 05 12 19



62 57 45 76 52 99 199 12 21




12










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics




















6







7


Year 4 Fractions







Here is a square


8














9





10



For example













Understand that



26260260026



11







97 256 1483


15m 67m 41m 89m





03 01 09 05 12 19



62 57 45 76 52 99 199 12 21




12










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics







7


Year 4 Fractions







Here is a square


8














9





10



For example













Understand that



26260260026



11







97 256 1483


15m 67m 41m 89m





03 01 09 05 12 19



62 57 45 76 52 99 199 12 21




12










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics


Year 4 Fractions







Here is a square


8














9





10



For example













Understand that



26260260026



11







97 256 1483


15m 67m 41m 89m





03 01 09 05 12 19



62 57 45 76 52 99 199 12 21




12










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics














9





10



For example













Understand that



26260260026



11







97 256 1483


15m 67m 41m 89m





03 01 09 05 12 19



62 57 45 76 52 99 199 12 21




12










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics





10



For example













Understand that



26260260026



11







97 256 1483


15m 67m 41m 89m





03 01 09 05 12 19



62 57 45 76 52 99 199 12 21




12










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics



For example













Understand that



26260260026



11







97 256 1483


15m 67m 41m 89m





03 01 09 05 12 19



62 57 45 76 52 99 199 12 21




12










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics







97 256 1483


15m 67m 41m 89m





03 01 09 05 12 19



62 57 45 76 52 99 199 12 21




12










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics










13



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics



14









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics









15









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics









16


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics


Year 4 Measures










17













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics













18


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics


Year 4 Statistics













19


Year 4 Fractions


Year 4 Statistics

web viewdraw on their calculation strategies to solve one- and two-step word ... boys have larger...

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